Factors extracted on the basis of items.

IntroductionThe goal of the current study was to identify factors forming the professional identity of medical teachers teaching basic health sciences by developing and validating a questionnaire.MethodologyA self-administered questionnaire was developed with items on community of practice, passion for teaching, students’ feedback, work-life balance, religious values, administrative support, work environment, job satisfaction, societal apathy, and opportunities for professional growth. The questionnaire was created after conducting interviews with faculty of basic health sciences, pilot tested, modified and verified by expert panel. Overlapping items and those which did not represent themes were removed and a final 20-item questionnaire was created. Finally, exploratory factor analysis was performed. The sample size was 301, and the participants recruited, regardless of gender, were medical teachers teaching basic health sciences, and had teaching experience of more than one year.ResultsA total of 20 high-loading components made up the five variables of Exploratory Factor Analysis, which explained 50% of the variance. The 20-item questionnaire was found to have satisfactory psychometric qualities. Five major constructs grouped as “CLaSiC-R” were unveiled and termed as identity blueprint of basic sciences medical teachers. They are Community of practice, Legacy, job Satisfaction, Commitment to excellence and Resilience. Cronbach’s alpha of the 20 items was 0.648.ConclusionThe CLaSiC-R determines the five major constructs that form the professional identity of basic sciences medical teachers. The scale serves as a valuable indicator of key areas of professional development namely, socialization, religious values, emotional intelligence, motivation, job roles, committment to excellence, and work environment. Reforms in service structure and structured faculty development programs might facilitate their professional journey.